Asian Art Museum of San Francisco
UC Berkeley History-Social Science Project
2012 Medieval Japan Summer Institute
Institute Model Lesson Plan
Helena Lamb 7th Grade
Unit Topic: Medieval Japan
Unit Focus Question:
How did medieval Japan's acts of borrowing from other parts of Asia shape their culture?
Unit Teaching Thesis: Recognizing their geographical isolation, the Japanese chose to blend ideas
of government, religion, and art from nearby civilizations (especially China and Korea) with their own
traditions to create a unique culture.
History-Social Science Content Standard:
7.5.3 Describe the values, social customs, and traditions prescribed by the lord-vassal system
consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the
twentieth century.
6 -8 Historical and Social Sciences Analysis Skills:
Historical Interpretation 2: Students understand and distinguish cause, effect, sequence, and
correlation in historical events, including the long and short-term causal relations.
Research, Evidence, and Point of View 4: Students assess the credibility of primary and secondary
sources and draw sound conclusions from them.
Common Core Standards: Reading Standards for Literacy in History / Social Studies 6-12:
Grade 6-8 Students:
Informational Text
2: Determine two or more central ideas in the text and analyze their development over the course of
the text; provide an objective summary of the text
4: Determine the meaning of words and phrases as they are used in a text (e.g., how ideas influence
individuals or events, or how individuals influence ideas or events).
5: Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and the development of the ideas
Common Core Standards: Writing Standards for Literacy in History / Social Studies 6-12:
Grade 6-8 Students:
2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
4: Provide clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
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Lesson Plan
Lesson Topic: The Japanese Warrior Class
Lesson Focus Question: What role did samurai have in Medieval Japanese society?
Lesson Teaching Thesis:
In Medieval Japan, a warrior class called samurai evolved in response to disorder in the countryside.
Samurai were expected to serve their lords, protect their lords, and be educated.
Text:
Burnstein, S. M., Shek, R. World History Medieval to Early Modern Times, Holt, Reinhart and Winston,
Austin, 2006, p. 212 – 217.
Movie: You Tube: Samurai – Sekigahara, 1600
http://www.youtube.com/watch?v=RuGUAtkKFUg
Primary Sources:
Steenstrup, Carl. “Hojo Soun's Twenty-One Articles. The Code of Conduct of the Odawara Hojo.”
Monumenta Nipponica 29, No. 3 (Autumn, 1974): 283-303.
Armor and helmet
1 piece Helmet H15.0 body-front H32.5 sleeve-front L28.5
Muromachi period/15th century
Donated by Akita Kazusue Tokyo National Museum F-20153
link to Tokyo National Museum:
http://www.emuseum.jp/detail/100513/000/000?mode=detail&d_lang=en&s_lang=en&class=&title=ar
mor&c_e=&region=&era=&century=&cptype=&owner=&pos=9&num=2.
Short sword (wakizashi) and Long sword (katana) with blade mountings. Japan. Muromachi period
(1333-1573). Forged and tempered steel, sharkskin, black lacquer, gold on bronze. The Avery
Brundage Collection, B64W7 and B64W8. Asian Art Museum.
Matchlock pistol (bajozutsu). Edo period (1615-1868). Iron, wood, lacquer, gold, and silver. Gift of
Dr. and Mrs. William Wedmeyer, 2004.39. Asian Art Museum.
Matchlock gun (teppo). Japan. Edo period (1615-1868). Iron, wood, and ivory. Gift of Dr. and Mrs.
Wedemeyer, 2004.38. Asian Art Museum.
Writing Instruction:
Writing Question: What role did samurai have in Medieval Japanese society?
Writing Strategy: Graphic organizers and structured expository writing paragraph.
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Lesson Procedure
Lesson Focus Question: What role did samurai have in Medieval Japanese society?
Opener/Into: Show the movie –if possible youtube.com: Samurai - Sekigahara, 1600.
5.22 minutes. http://www.youtube.com/watch?v=RuGUAtkKFUg
Introduce the clip to students. Hand out the viewing guide to students. They can do it individually or
in pairs. Ask students to write down as many details as they can. After viewing, discuss as a class.
What did they see?
Teacher background: The movie clip is a preview to the release of Shogun 2 Total War, the
computer game. It shows part of The Battle of Sekigahara, which took place on the 21st October
1600, between the clans of eastern Japan loyal to Tokogawa Ieyasu and the clans of western Japan
loyal to Toyotomi Hideyori under the command of Ishida Mitsunari. Each side had about 60,000 men.
Tokugawa Ieyasu (Red) emerged victorious and later on became Shogun.
Cause and effect reading strategy with a textbook passage:
Passage questions: 1. Why were samurai needed? 2. What role did samurai have in Medieval
Japanese society?
Tell students that this passage has a cause and effect structure/pattern. Ask students as they read to
notice and circle words that signal cause and effect. Have students read the passage to themselves
first, then have someone read the passage aloud. Model the first cause and effect relationship for
students. Discuss what difficulty growing food meant. See the Teacher KEY. That first effect turns
into the next cause. Working in pairs, have students find and write down the effect. Discuss with the
class what they found. Have pairs do the next set and and discuss and question. Then have pairs
answer the first question, Why were samurai needed? Discuss as a class. Continue with the next set,
making sure to talk about and clarify the highlighted words in the KEY. After discussing the cause
and effect relationships, ask student pairs to answer the question, What role did the samurai have in
medieval Japanese society?
Primary Source Artifacts: Question: How did these artifacts help the samurai? Review the
definition of an artifact [something created by a person, usually for a practical purpose] .
Using the Analyzing a Primary Source worksheet, have students examine the armor, swords, and
firearms. Model the box for the samurai swords and do together with students. What do they see?
The teacher gives his/her observations (words or phrases), and students write them down. Model
inferential thinking in taking what they see to what it could mean. “The swords look like they are
made of metal. They look sharp so they could really hurt someone, maybe kill them”. Mention any
questions there might be regarding the swords. Have student pairs complete handout based on
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
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observations, inferences, and questions. Discuss what pairs found and wondered. Ask student pairs
to answer the question, How did these artifacts help the samurai? beginning with the sentence stem
given.
Primary Source Reading: Teachers first reads the background information on the Articles. In class,
give student pairs a copy of Hôjô Sôun‘s Twenty-One Articles (Code of Conduct for Samurai).
Give students a brief background, call their attention to the reading question, and ask students to
read it to themselves and circle or underline any words they think are important to the meaning (or
words whose meaning they are unsure). Hand out a graphic organizer to each student. Have
students working in pairs. Read Article 21 and explain that you are starting there because it really
sets the foundation. Model doing 21 for students, including meaning in my own words as well as
Questions? Conclusions. See KEY for possible explanations. The concepts of Bun and Bu were
central to samurai conduct and practice. Have student partners do #6 and check in on in my own
words first and discuss, then discuss possible Questions? Conclusions. Have student pairs continue
with 9, 12, and 16. Discuss as a class, helping students understand and make inferences. Students
then answer the question, and the class discusses that.
Writing Activity: Writing question: What role did samurai have in Medieval Japanese society?
The thesis is given. Teachers may keep that or eliminate it for more skilled students. Have students
use their cause and effect and primary sources analyses, Students may work in pairs. Teacher may
also include a conclusion and have students find the three pieces of evidence and specific evidence
to expand on the evidence. A five paragraph essay could also be assigned as a differentiated
assignment for some.
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Lesson Application #3: Samurai by Helena Lamb
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Viewing Guide for the Battle of Sekigahara: October 21, 1600
http://www.youtube.com/watch?v=RuGUAtkKFUg
Please pay attention to these questions as you watch the video. Write down as many details as you can.
WHO?
Main People: Hideaki (light purple), Ieyasu (red), and
Mitsunari
WHAT?
What is happening? Describe in detail.
Who else do you see? What do they look like?
Questions:
Questions:
WHERE?
Where is this taking place? What are the geographical
features of this area?
WHY?
Why is this happening? What would you predict this is all
about?
Questions:
WHEN?
When is this happening?
Questions:
Questions:
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Lesson Application #3: Samurai by Helena Lamb
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POSSIBLE TEACHER KEY Viewing Guide for the Battle of Sekigahara: October 21, 1600
http://www.youtube.com/watch?v=RuGUAtkKFUg
Please pay attention to these questions as you watch the video. Write down as many details as you can.
WHO ?
Main People: Hideaki (light purple), Ieyasu (red), and
Mitsunari
Who else do you see? What did they look like? What else
do you see?
Lots and lots of samurai foot soldiers
leaders
Armor, helmets, spears
lines and lines of men
Weapons, cannon, swords
cohorts of men arranged
Few horses
Banners, read and purple
Cone hats
Questions: Who got to ride a horse? Who won?
How many men? 60,000 each side
WHERE ?
Where is this taking place? What are the geographical
features of this area?
Flat land surrounding by hills. a valley?
WHAT ?
What is happening? Describe in detail.
Men are charging at each other
Men on horses go first
Lots and lots of samurai running
Men are falling hurt or dead
Hand to hand fighting
Men running away- purple banners
Men are chasing fleeing men- red banners
Questions: How many people died?
Why did the samurai do that? Bushido- serving lord, loyalty, bravery
WHY ?
Why is this happening? What would you predict this is all
about?
Fighting for power, land, control of an area
Questions:
How did that place get chosen?
Questions: Did this lead to a new period in Japanese history?
Yes, the Edo. This battle is considered the unofficial beginning of
WHEN ?
the Edo (Tokugawa) government. Tokugawa Ieyasu recruited
When is this happening?
Mitsunari (guy and his men waiting in the wings) to his side. With
October 21, 1600 just before the Edo Period begins in 1603.
their help Tokugawa Ieyasu won the battle and became the next
Questions: Does this have something to do with the Edo Period Shogun.
beginning? See why?
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Name: _______________________________
Reading Strategy: Cause and Effect
Questions: Why were samurai needed? What role did samurai have in Medieval
Japanese society?
Directions:
 Read the passage below. As you read, circle the words or words and phrases
that signal cause and effect.
Powerful nobles fought each other over land. … This fighting destroyed land, which
made it difficult for peasants to grow food. Some poor people became bandits and
thieves.
[Because the emperor was weak and did not notice the problems growing in the
country*], Japan’s large landowners, or daimyo decided that they needed to protect
their own lands. They hired samurai or trained professional warriors, to defend them
and their property.
…Every samurai, from the weakest soldier to the most powerful warrior, was supposed
to serve his lord.
…An army of samurai was expensive to support. … As a result, lords paid their
samurai with land or food.
World History Medieval to Early Modern Times. Holt pps. 212-213 (excerpted and *edited for clarity)
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Name______________________________
Reading Strategy: Cause and Effect
Cause
Effect
Questions/Conclusions
Question 1: Why were samurai needed?
Because
The fighting destroyed land, which
Powerful nobles fought each made it difficult for peasants to
grow food.
other over land
Because
[Because the emperor was
weak and did not notice the
problems growing in the
country*]
Answer Question 1:
Samurai were needed because _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________.
Question 2: What role did samurai have in Medieval Japanese society?
Because
They hired samurai or trained
professional warriors, to defend
them and their property
Every samurai, from the weakest soldier to the most powerful warrior, was supposed to serve his
lord.
Because
An army of samurai was
expensive to support
Answer Question 2:
The role of the samurai in medieval Japanese society was _______________________________
______________________________________________________________________________
______________________________________________________________________________.
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Lesson Application #3: Samurai by Helena Lamb
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Reading Strategy: Cause and Effect
Teacher KEY Reading Strategy: Cause and Effect
Questions: Why were samurai needed? What role did samurai have in Medieval
Japanese society?
Directions:
 Read the passage below. As you read, circle the words or words and phrases
that signal cause and effect.
Powerful nobles fought each other over land. … This fighting destroyed land, which
made it difficult for peasants to grow food. Some poor people became bandits and
thieves.
[Because the emperor was weak and did not notice the problems growing in the
country*], Japan’s large landowners, or daimyo decided that they needed to protect
their own lands. They hired samurai or trained professional warriors, to defend them
and their property.
…Every samurai, from the weakest soldier to the most powerful warrior, was supposed
to serve his lord.
…An army of samurai was expensive to support. … As a result, lords paid their
samurai with land or food.
World History Medieval to Early Modern Times. Holt pps. 212-213 (excerpted and *edited for clarity)
Medieval Japan in the Seventh Grade Curriculum Summer Institute
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TEACHER KEY
Name______________________________
Reading Strategy: Cause and Effect
Cause
Effect
Questions/Conclusions
Question 1: Why were samurai needed?
Because
Powerful nobles fought each
other over land
Because
The fighting destroyed land,
which made it difficult for
peasants to grow food.
A EFFECT BECOMES A
CAUSE
[Because the emperor was
weak and did not notice the
problems growing in the
country*]
…The fighting destroyed land,
which made it difficult for
peasants to grow food.
TEACHER DOES
Nobles= high birth or position in society
Destroyed the land? What would it look
like?
Burned? Crops trampled.
Some poor people became
bandits and thieves.
TEACHER ASKS CLASS
FOR THE EFFECT & THEY
WRITE IT TOGETHER
Bandits and thieves = robbers.
What did it mean to the peasants
that it was hard to grow food?
People were starving
Japan’s large landowners, or
What was going on in the country?
Unruliness
More attention was focused on the court
in Heian.
What would protecting their lands look
like?
Men with weapons making sure rice
wasn’t stolen or land taken.
daimyo decided that they
needed to protect their own
lands.
Answer Question 1:
Samurai were needed because people were killing, fighting, and stealing in the countryside.
Someone had to bring back order.
Question 2: What role did samurai have in Medieval Japanese society?
Because
Japan’s large landowners, or
daimyo decided that they
needed to protect their own
lands.
They hired samurai or trained
professional warriors, to
defend them and their property
Every samurai, from the weakest soldier to the most powerful
warrior, was supposed to serve his lord.
Because
An army of samurai was
expensive to support
As a result, lords paid their
samurai with land or food.
What is another name for a warrior?
Soldier
Defend= to keep safe. How do soldiers
make
sure something is safe?
Who was your lord? a large land owner;
Someone above you in society- richer
more powerful than you.
What would it mean to serve your lord?
Did different levels of samurai get
different payment? Yes, the most
skilled, advanced samurai got land.
Answer Question 2:
The role of the samurai in medieval Japanese society was to protect his lord and keep the lord’s
lands safe and all together. Another part of the job was to serve his lord by being loyal and
respectful.
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
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Short sword (wakizashi) and Long sword (katana) with blade mountings. Japan. Muromachi period (1333-1573)
Forged and tempered steel, sharkskin, black lacquer, gold on bronze. The Avery Brundage Collection, B64W7,
B64W8 Asian Art Museum
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
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Short sword (wakizashi) and Long sword (katana) with blade mountings. Japan. Muromachi period (1333-1573)
Forged and tempered steel, sharkskin, black lacquer, gold on bronze. Avery Brundage Collection B64W7 and
B64W8 Asian Art Museum
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
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1 piece Helmet H15.0 body-front H32.5 sleeve-front L28.5
Muromachi period/15th century
Donated by Akita Kazusue Tokyo National Museum F-20153
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
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Matchlock pistol and detail (Bajozutsu). Japan. Edo period (1615-1868). Iron, wood, lacquer, gold, and silver.
Gift of Dr. and Mrs. William Wedemyer, 2004.39. Asian Art Museum
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
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Matchlock gun (teppo) Japan. Edo period (1615-1868). Iron, wood, and ivory. Gift of Dr. and Mrs. William
Wedemeyer, 2004.38 Asian Art Museum
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Lesson Application #3: Samurai by Helena Lamb
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Name: __________________________________________________
ANALYZING A PRIMARY SOURCE
Question: How did these artifacts help the samurai?
Source 1: (Where is it from?) Japan, Muromachi Period
Type of source: (what is it?) samurai swords
When was it made? 1333-1573 Japan
What I see: (what it looks like in detail)
Source 2: Tokyo National Museum samurai armor
Type of source: (what is it?) samurai armor
When & where: Japan 15th century
What I see: (what it looks like in detail)
What this means:
Questions:
Source 3: Edo period Medieval Japan
Type of source: matchlock pistol and gun
When it was made: Japan pistol – 1615-1868 gun -1615-1868
What I see: (what it looks like in detail)
What this means:
What this means:
Questions:
Questions:
The samurai used ___________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
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Name: ___________________________________
ANALYZING A PRIMARY SOURCE
TEACHER KEY
Focus Question: How did these artifacts help the samurai?
Source 1: (Where is it from?) Muromachi period Japan swords
Type of source: (what is it?) weapons, swords
When was it made? 1333-1573 Japan
What I see: (what it looks like in detail)
Gold, curved gray metal, not same length, both have a holder,
fancy wraping
What this means: swords were beautiful , would be used as
weapons, to kill or hurt. Gold=important
Questions: Who made the swords? Did everyone have a gold
one? Who got those?
Source 2: Tokyo National Museum samurai armor
Type of source: protection during war
When & where: Japan 15th century
Source 3: Edo period Medieval Japan
Type of source: matchlock pistol and gun
When it was made: pistol – 1615-1868 gun -1615-1868
What this means:
Most of the body is covered, samurai used armor to protect
themselves, they can move easily when wearing their armor,
The helmet might scare people, fierce. It looks like it would take a
lot of time to make this.
What I see: (what it looks like in detail)
Decorated pistol, brown with gold paint, one is long and the other
is short
What this means: The Japanese started to use firearms (guns)
and like the swords, they were also beautiful. The guns came
later.
What I see: (what it looks like in detail)
Head covering, lots of stitching and different pieces for different
body parts. gold horn-like things with a round metal piece on the
helmet , brown and yellow color, outer arms, some of shoulder ,
chest and back, and thighs protected. Fancy patterns to parts of
the helmet and chest pieces.
Questions:
How strong is it if there is lots of stitching? Would it protect the
warrior from a sword? Who made it? Did you have to be rich to
wear one?
Questions: Why did they decorate everything? Was everything
decorated? Did the Japanese make the guns? Where did they
get the idea?
The samurai used both the swords and guns to defend themselves and their lords/daimyos, and they wore the armor as
protection when they fought.
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Hôjô Sôun‘s Twenty-One Articles (Code of Conduct for Samurai)
Sometime after 1495, Hôjô Sôun , a daimyo, wrote these articles as conduct guidelines for the people who served him. Many warrior
leaders left instructions, but Sôun’s are especially interesting because he lived such a long life (1432-1519) and did many things.
The following are selected passages from Hojo Soun’s conduct codes for samurai.
XXI (21)
It is not necessary to write here about the 'Arts of Peace and War, including Archery and Horsemanship' for to
pursue these is a matter of course. From of old, the rule has been, 'Practice the Arts of Peace on the left hand, and
the Arts of War on the right. 'Mastery of both is required.
VI (6)
As for swords and clothes, you should not try to look splendid when you appear before others. To think that one's
plain possessions are a dishonor, and borrow others' [finery] is needless ostentation and invites ridicule.
IX (9)
If your lord says something to you, show respect [i.e., bow] even though you are still far away from him. First of all,
answer ‘Yes, Sir,’ quickly; approach him on your knees, then receive his order respectfully and withdraw quickly.
XII (12)
If you have a little leisure, read books. But hide your reading matter in your breast-fold; in general, you should not let
people see you read. But whether in bed or up and about [i.e., in every free moment], you must always practice
writing otherwise you will forget how to read and write characters.
XVI (16)
In your off-duty hours, practice riding. First you should become skilled in the essentials and then practice the
standard techniques for guiding the horse.
Carl Steenstrup,“Hojo Soun's Twenty-One Articles. The Code of Conduct of the Odawara Hojo,” Monumenta Nipponica 29, No. 3 (Autumn, 1974): 283-303.
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
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Hojo Soun’s Twenty-One Articles (Code of Conduct for Samurai), 1495
Teacher background: Hôjô Sôun (1432-1519 CE) was the first head of the later Hôjô clan (no relation to the shogunal regents of the
Kamakura period). Born Ise Moritoki (later known as Ise Shinkurô) into a family in service to the Ashikaga shogunate, he came to
control a large portion of the Kantô plain by the time of his death in 1519, most notably the castle towns of Kamakura and Odawara. He
is often considered the first "Sengoku daimyo," i.e. the first self-made daimyo to turn the chaotic conditions of the Sengoku period to his
personal advantage.
Sôun composed his Twenty-One Articles sometime after 1495 as a code of conduct for all persons who owed him service.
Teacher background: Bun (boon) and Bu (boo)
Bun 文 encompasses literary arts and culture, and became an important area for leading and high-ranking samurai to study very early
in the medieval era. As the medieval period dragged on, and particularly after the burning of Kyoto in 1467 at the start of the Ônin War,
poets diffusing into the provinces and samurai lords seeking to attain cultural prestige began to create notable literary productions of
their own, mostly in the linked verse form of renga. Aside from producing formal poetry, however, familiarity with the poetic forms and
landscape inherited from the Heian period and earlier--and the ability to produce a correct and appropriate poem as needed--was one
of the chief marks of education and refinement at least until the end of the Edo period. Samurai needed to be educated so they were
not taken advantage of by other literate people e.g. bureaucrats who did secretarial duties.
Bu 武 encompasses all martial skills not having to do with archery or horsemanship, principally sword and glaive (naginata) skills, and
later musketry. Samurai were expected to be proficient in these areas, and indeed, the mastery of bu along with equestrian and archery
skills was one of the chief means of distinguishing between samurai and peasant-soldiers with little training or discipline.
Bun was seen as a “tool of power”; Bu was necessary for survival and a warrior’s only “ticket to power”.
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Hôjô Sôun‘s Twenty-One Articles (Code of Conduct for Samurai), 1495
Read each Article. With a partner write what each means in your own words. Write your questions and conclusions.
Question: What parts of being a samurai did Hojo Soun think were important?
Article #
XXI (21)
VI (6)
IX (9)
XII (12)
XVI (16)
What the article (code of conduct) says
It is not necessary to write here about the 'Arts of
Peace and War, including Archery and Horsemanship'
for to pursue these is a matter of course. From of old,
the rule has been, 'Practice the Arts of Peace on the
left hand, and the Arts of War on the right. 'Mastery of
both is required.
As for swords and clothes, you should not try to look
splendid when you appear before others. To think that
one's plain possessions are a dishonor, and borrow
others' [finery] is needless ostentation and invites
ridicule.
If your lord says something to you, show respect [i.e.,
bow] even though you are still far away from him. First
of all, answer ‘Yes, Sir,’ quickly; approach him on your
knees, then receive his order respectfully and withdraw
quickly.
If you have a little leisure, read books. But hide your
reading matter in your breast-fold; in general, you
should not let people see you read. But whether in bed
or up and about [i.e., in every free moment], you must
always practice writing otherwise you will forget how to
read and write characters.
In your off-duty hours, practice riding. First you should
become skilled in the essentials and then practice the
standard techniques for guiding the horse.
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
What this means in my own words
This explains Bun and Bu. Bun are the
Arts of Peace (literary and cultural arts),
and Bu are the Arts of War. Bun =
reading, writing, composing poems. Bu=
Swordsmanship. Code also includes
horsemanship and archery skills.
20
Questions? Conclusions
Why did Soun keep it for last?
Possible Teacher KEY Hôjô Sôun‘s Twenty-One Articles (Code of Conduct for Samurai), 1495
Article #
XXI (21)
VI (6)
IX (9)
XII (12)
XVI (16)
What the article (code of conduct) says
It is not necessary to write here about the
'Arts of Peace and War, including Archery and
Horsemanship' for to pursue these is a matter
of course. From of old, the rule has been,
'Practice the Arts of Peace on the left hand,
and the Arts of War on the right. 'Mastery of
both is required.
As for swords and clothes, you should not try
to look splendid when you appear before
others. To think that one's plain possessions
are a dishonor, and borrow others' [finery] is
needless ostentation and invites ridicule.
If your lord says something to you, show
respect [i.e., bow] even though you are still far
away from him. First of all, answer ‘Yes, Sir,’
quickly; approach him on your knees, then
receive his order respectfully and withdraw
quickly.
If you have a little leisure, read books. But
hide your reading matter in your breast-fold; in
general, you should not let people see you
read. But whether in bed or up and about [i.e.,
in every free moment], you must always
practice writing otherwise you will forget how
to read and write characters.
In your off-duty hours, practice riding. First
you should become skilled in the essentials
and then practice the standard techniques for
guiding the horse.
What this means in my own words
Questions? Conclusions
This explains Bun and Bu. Bun are the Arts of Peace (literary
Why did Soun keep it for last?
and cultural arts), and Bu are the Arts of War. Bun =
A matter of course=These were
reading, writing, composing poems. Bu=
assumed parts of Japanese life.
Swordsmanship. Code also includes horsemanship and
Both Bun and Bu were needed.
archery skills.
Plain clothing is fine. Trying to look splendid (fancy) is
Would people be out to get you
showy. You’re asking for people to make fun of you.
if you “looked too good”? Be
modest, not showy.
Show respect to your lord, bow and answer “Yes, sir”, and
Loyalty to your lord is
approach him on your knees. Take orders and leave quickly.
assumed. What would happen
if you didn’t do that?
Read books in your fee time. Don’t show off your book and
Reading and writing are
reading. Always practice writing.
important. Don’t be a show
off about it. Be modest. Being
literate means someone cannot
take advantage of you.
Practice riding horses. Know the basics first and then
From the intro video- not all
practice steering your horse.
samurai had horses, just the
more advanced ones. This must
be for leaders (officers).
What parts of being a samurai did Hojo Soun think were important? Hojo Soun thought samurai should be modest, loyal and
respectful, educated in reading and writing, and practice riding horses. Both the Arts of Peace and War, Bun and Bu, were important.
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
21
WRITING A PARAGRAPH
Name: __________________________
Writing Question: What role did samurai have in Medieval Japanese society?
Directions: Use the cause and effect organizer, and the primary source analyses to write a paragraph that answers
the writing question. Give three pieces of evidence and back each of them up with specific evidence.
Thesis statement:
Because powerful medieval Japanese lords needed professional warriors to protect their lands, samurai were hired
to serve and protect.
Evidence 1: _________________________________________________________________________________
____________________________________________________________________________________________
Specific Evidence: _____________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Evidence 2: The second part of the samurai’s job was_________________________________________________
____________________________________________________________________________________________
Specific Evidence: _____________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Evidence 3: Another part was ___________________________________________________________________
____________________________________________________________________________________________
Specific Evidence: _____________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
In conclusion,________________________________________________________________________________
____________________________________________________________________________________________
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
22
Teacher’s Possible KEY WRITING A PARAGRAPH
Name: __________________________
Writing Question: What role did samurai have in medieval Japanese society?
Directions: Use the cause and effect organizer, and the primary source analyses to write a paragraph that answers
the writing question. Give three pieces of evidence and back each of them up with specific evidence.
Because powerful medieval Japanese lords needed professional warriors to protect their lands, samurai were hired
to serve and protect. Samurai were expected to serve and respect their lord. In Hojo Soun’s Article 9 he said that
samurai should bow, answer respectfully, approach on their knees, and leave quickly. The second part of a samurai’s
job was to protect his lord and his lands. Samurai wore armor to protect themselves as they fought with swords and
later guns. In Article 22, Hojo Soun advised samurai to practice their swordsmanship, riding, and archery to be good
soldiers. Another part of a samurai’s job was to be educated. Hojo Soun also advised samurai to be educated and
always read and practice their writing so no one could cheat them. In conclusion, the samurai’s job included both Bun
and Bu. In serving their lord they had to be excellent in the Arts of Peace and the Arts of War.
Medieval Japan in the Seventh Grade Curriculum Summer Institute
Lesson Application #3: Samurai by Helena Lamb
23